Accreditation Council for Graduate Medical Education Competency-based Medical Education (CBME) and Transformation Future Directions of Credentialing Research in Nursing: A Workshop © 2014 Accreditation Council for Graduate Medical Education Disclosures Eric Holmboe Employed by ACGME Formerly employed by ABIM Receives royalties for textbook from Mosby-Elsevier © 2014 Accreditation Council for Graduate Medical Education Why CBME: System Needs Frenk J. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010 © 2014 Accreditation Council for Graduate Medical Education 3 What Are The Outcomes? • A competent (at a minimum) practitioner aligned with: CMS Triple Aim © 2014 Accreditation Council for Graduate Medical Education The Assessment “System” Unit of Analysis: Program Residents FB Assessments within Program: • Direct observations Qual/Quant • Audit and “Data” D performance data Synthesis: • Multi-source FB Committee • Simulation • ITExam Faculty, PDs and others J U D G E M E N T FB Milestones and EPAs as Guiding Framework and Blueprint © 2014 Accreditation Council for Graduate Medical Education Accreditation D FB Certification and Credentialing Unit of Analysis: Individual P U B L I C © 2014 Accreditation Council for Graduate Medical Education Milestones • By definition a milestone is a significant point in development. • Milestones should enable residents, fellows and the training program to better determine an individual’s trajectory of competency acquisition. Competency Sub-competency Developmental Progression or Set of Milestones PC1. History (Appropriate for age and impairment) Level 1 Acquires a general medical history Level 2 Acquires a basic physiatric history including medical, functional, and psychosocial elements Level 3 Acquires a comprehensive physiatric history integrating medical, functional, and psychosocial elements Level 4 Efficiently acquires and presents a relevant history in a prioritized and hypothesis driven fashion across a wide spectrum of ages and impairments Seeks and obtains data from secondary sources when needed Elicits subtleties and information that may not be readily volunteered by the patient Specific Milestone © 2014 Accreditation Council for Graduate Medical Education Level 5 Gathers and synthesizes information in a highly efficient manner Rapidly focuses on presenting problem, and elicits key information in a prioritized fashion Models the gathering of subtle and difficult information from the patient Entrustable Professional Activities • EPAs represent the routine professional-life activities of physicians based on their specialty and subspecialty • The concept of “entrustable” means: • ‘‘a practitioner has demonstrated the necessary knowledge, skills and attitudes to be trusted to perform this activity [unsupervised].’’1 1Ten Cate O, Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med. 2007; 82(6):542–547. Competencies, Milestones and EPAs COMPETENCY COMPETENCY COMPETENCY COMPETENCY MILESTONES MILESTONES MILESTONES MILESTONES Entrustable Professional Activity Characteristic Competencies Milestones EPAs Granularity Low Moderate to High Low to Moderate Synthetic/Integrated Moderate Low to Moderate High Practicality (application) Low Moderate High Conceptual High Low Low to Moderate © 2014 Accreditation Council for Graduate Medical Education Milestones and EPAs as Roadmap Observations: 1) Journey not a straight line 2) More than one path (but not infinite) 3) “If you don’t know where you are going, any road will get you there” © 2014 Accreditation Council for Graduate Medical Education Dreyfus & Dreyfus Development Model Expert/ Master Proficient Competent Advanced Beginner Novice Time, Practice, Experience Dreyfus SE and Dreyfus HL. 1980 Carraccio CL et al. Acad Med 2008;83:761-7 © 2014 Accreditation Council for Graduate Medical Education Dreyfus & Dreyfus Development Model MILESTONES Curriculum Curriculum Curriculum Curriculum Curriculum Assessment Assessment Assessment Assessment Assessment Expert/ Master Proficient Competent Advanced Beginner Novice Time, Practice, Experience Dreyfus SE and Dreyfus HL. 1980 Carraccio CL et al. Acad Med 2008;83:761-7 © 2014 Accreditation Council for Graduate Medical Education Effective Assessment System Processes Most important component of curriculum is the clinical care clnicians provide and experience Clarity on right outcomes linked to curriculum Integration of the educational and clinical systems Right combination and synthesis of assessment methods Critical importance of shared understanding & mental models of competence Competencies, milestones, entrustable professional activities (EPAs) Improvements We Can Implement Now Observe, observe, observe There is currently no substitute for ongoing observation and feedback from an expert clinician. Stop seeking the grail of assessment forms. Assessment forms are only as good as the individual using them. Align assessment forms with purpose & construct. Invest in assessor development. Refine use of work-based assessment methods. Treat local assessment practices as a continuous quality improvement activity. © 2014 Accreditation Council for Graduate Medical Education Next Steps for Assessment Need to advance development of workbased assessment (WBA) methods Interprofessional team care Effective use of clinical decision support Quality, systems-based practice, safety Sophisticated communication skills Embed WBA into routine clinical work EMRs will need to evolve Robust and longitudinal feedback loops © 2014 Accreditation Council for Graduate Medical Education
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